RELATIONSHIP BETWEEN SOCIAL SKILLS AND CLASSROOM PARTICIPATION AMONG SECONDARY SCHOOLS STUDENTS IN ZARIA METROPOLIS OF KADUNA STATE, NIGERIA

Authors

  • FAITH INIABASI IMAFIDON Department of Educational Foundations, Faculty of Education, University of Delta, Agbor, Delta State, Nigeria.
  • MENYENE-ABASI ANDEM UDO
  • SULEIMAN LAWAL Department of Educational Foundations, Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria
  • AUGUSTINE EMERE Department of Political Science and International Studies, Ahmadu Bello University, Zaria

Keywords:

social skills, communication skills, cooperation skills, self-regulation, classroom participation

Abstract

Classroom participation is essential for effective teaching and learning, yet many secondary school students demonstrate low levels of engagement, with limited attention given to the role of social skills in this context. This study examined the relationship between social skills and classroom participation among secondary school students in Zaria Metropolis, Kaduna State, Nigeria, focusing on communication, cooperation, and self-regulation skills. The study was guided by three research questions and three corresponding null hypotheses. A correlational research design was adopted. The population comprised 15,800 SS II students, from which a sample of 378 was selected using stratified and simple random sampling techniques, guided by the Research Advisors’ (2006) table. Data were collected using the Social Skills Questionnaire (SSQ), adapted from Gresham and Elliott, and the Classroom Participation Scale (CPS), adapted from Rocca. The instruments were validated by experts, and their reliability established prior to administration. Data were analyzed using appropriate inferential statistics at the 0.05 level of significance. The findings revealed significant positive relationships between communication skills and classroom participation (R = 0.387, ? = 0.316, p < 0.05), cooperation skills and classroom participation (R = 0.615, ? = 0.421, p < 0.05), and self-regulation skills and classroom participation (R = 0.502, ? = 0.338, p < 0.05). These results indicate that students with higher social skills participate more actively in classroom discussions, questioning, and collaborative activities, thereby improving their confidence, engagement, and overall academic interaction in the classroom. The study concludes that social skills are key predictors of classroom participation and recommends collaborative efforts to enhance students’ learning outcomes.

DOI: https://doie.org/10.10318/SER.2026403773

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Published

2026-06-28

How to Cite

IMAFIDON, F. I. ., UDO, . M.-A. A., LAWAL, S., & EMERE, . A. (2026). RELATIONSHIP BETWEEN SOCIAL SKILLS AND CLASSROOM PARTICIPATION AMONG SECONDARY SCHOOLS STUDENTS IN ZARIA METROPOLIS OF KADUNA STATE, NIGERIA. Sokoto Educational Review, 25(1), 58–66. Retrieved from https://www.sokedureview.org/index.php/SER/article/view/600

Issue

Vol. 25 No. 1 (2026): Sokoto Educational Review

Section

Articles

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Copyright (c) 2026 FAITH INIABASI IMAFIDON, MENYENE-ABASI ANDEM UDO, SULEIMAN LAWAL, AUGUSTINE EMERE

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